A Cautious Leap of Faith: A Case Study of Students’ Anticipation in SI from Korean into English
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The purpose of this study is to examine the utilization of anticipation by student interpreters as a strategy during simultaneous interpretation (SI) from Korean into English. The difference in syntactic structure and information arrangement between Korean and English forces interpreters to utilize anticipation, especially for the predicate. In this study, the simultaneous interpretation of second-year graduate students majoring in conference interpretation were analyzed to measure the frequency and accuracy of the students' anticipation attempts. The experiments were conducted in two rounds: the first round using a written speech, and the second round using a more spontaneous, colloquial style speech. The researchers aimed to analyze whether the frequency and accuracy of anticipation changed depending on the type of source text. The results may provide interpreting trainers with insights into learners’ tendencies in using anticipation as an SI strategy, potentially shedding light on ways to assist learners to better utilize anticipation during SI.
Abstract
The purpose of this study is to examine the utilization of anticipation by student interpreters as a strategy during simultaneous interpretation (SI) from Korean into English. The difference in syntactic structure and information arrangement between Korean and English forces interpreters to utilize anticipation, especially for the predicate. In this study, the simultaneous interpretation of second-year graduate students majoring in conference interpretation were analyzed to measure the frequency and accuracy of the students' anticipation attempts. The experiments were conducted in two rounds: the first round using a written speech, and the second round using a more spontaneous, colloquial style speech. The researchers aimed to analyze whether the frequency and accuracy of anticipation changed depending on the type of source text. The results may provide interpreting trainers with insights into learners’ tendencies in using anticipation as an SI strategy, potentially shedding light on ways to assist learners to better utilize anticipation during SI.
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